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PINE VIEW MIDDLE SCHOOL

GRADES: 6-8

NCLB SCHOOL DISTRICT AND STATE PUBLIC ACCOUNTABILITY REPORT

The School Public Accountability Report contains several types of data (indicators) designed to inform parents and the general public about the progress of Florida's public schools. This report meets the public reporting requirements of the federal No Child Left Behind (NCLB) Act and certain additional information of interest on the status of Florida's schools.

OCTOBER MEMBERSHIP

READINESS TO START SCHOOL

GRADUATION RATE AND PREPARATION FOR POSTSECONDARY EDUCATION

STUDENT PERFORMANCE

NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS (NAEP)

SCHOOL SAFETY AND ENVIRONMENT

TEACHERS AND STAFF

FLORIDA SCHOOL PERFORMANCE GRADE AND ADEQUATE YEARLY PROGRESS (AYP)

OCTOBER MEMBERSHIP

Student Demographics

The following table provides information on the composition of the student population at the school, district, and state levels.

Racial/Ethnic Group Number of Students
Enrolled in October
School % District % State %
  Female Male 2008-09 2007-08 2008-09 2007-08 2008-09 2007-08
WHITE 280 343 70.6 74.1 73.2 74.4 45.3 45.9
BLACK 25 25 5.7 4.6 5.7 5.5 23.0 23.1
HISPANIC 63 74 15.5 14.6 13.9 13.4 25.0 24.7
ASIAN 8 13 2.4 1.9 2.3 2.1 2.5 2.4
AM.INDIAN 1 1 0.2 0.2 0.3 0.3 0.3 0.3
MULTIRACIAL 29 21 5.7 4.7 4.6 4.3 3.9 3.6
                 
DISABLED 42 84 14.3 14.8 16.9 16.9 14.3 14.4
ECONOMICALLY DISADVANTAGED 99 132 26.2 24.6 46.0 41.8 49.6 45.9
ELL 11 24 4.0 4.6 5.4 5.3 11.8 11.9
MIGRANT         0.1 0.1 0.5 0.5
                 
FEMALE 406   46.0 45.4 48.6 48.4 48.7 48.7
MALE   477 54.0 54.6 51.4 51.6 51.3 51.3
                 
TOTAL 883 100.0 100.0 100.0 100.0 100.0 100.0

READINESS TO START SCHOOL

Florida requires that communities and schools collaborate to prepare children and families for children's success in school.

Kindergarten screening for school readiness

Kindergarten students were screened during the first 30 calendar days of the beginning of school using the Florida Kindergarten Readiness Screener (FLKRS). The FLKRS is made up of a subset of the Early Childhood Observation System (ECHOS)- an observational instrument that is used to monitor the skills, knowledge, and behaviors a student demonstrates or needs to develop- and two probes of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS)- Letter Naming Fluency (LNF) and Initial Sound Fluency (ISF).

The benchmarks used in scoring for the ECHOS include the following:

The benchmarks used in scoring on the DIBELS are as follows:


  Number of Students and
Where They
Were Placed
School % District % State %
Category 2008-09 2008-09 2007-08 2008-09 2007-08 2008-09 2007-08
               
ECHOS Ready*
0 0 0 92 92 88 88
ECHOS Not Ready
0 0 0 8 8 12 88
               
DIBELS LNF Ready**
0 0 0 75 71 77 72
DIBELS LNF Not Ready
0 0 0 25 29 23 72
DIBELS ISF Ready**
0 0 0 72 68 68 65
DIBELS ISF Not Ready
0 0 0 28 32 32 65

*To be considered "ready" on this measure, the student must score Consistently Demonstrating or Emerging/Progressing.
**To be considered "ready" on either of these two measures, the student must score Above Average or Low Risk.

GRADUATION RATE AND PREPARATION FOR POSTSECONDARY EDUCATION

Florida high schools strive to ensure that students graduate and are prepared to enter the workforce and postsecondary education.

Graduation rate (with special diploma recipients counted as non-graduates)

The graduation rate shows the percentage of students who graduated within four years of initial entry into ninth grade. Graduates include students who received a standard high school diploma or a State of Florida diploma earned through a GED Exit Option program. These results are used in the calculation of schools' Adequate Yearly Progress (AYP).

  School % District % State %
  2007-08 2006-07 2007-08 2006-07 2007-08 2006-07
ALL STUDENTS     75.5 69.2 72.8 69.8
             
WHITE     76.1 70.9 81.4 78.9
BLACK     72.1 56.9 58.7 54.6
HISPANIC     71.3 60.8 67.1 63.6
ASIAN     77.6 83.5 83.8 82.4
AM.INDIAN     73.3 42.9 76.9 72.3
MULTIRACIAL     81.1 65.8 78.2 73.8
             
DISABLED     46.2 39.3 43.0 38.0
ECONOMICALLY DISADVANTAGED     62.9 53.7 61.1 56.0
ELL     60.7 43.8 52.2 48.2
MIGRANT     61.5 42.9 52.9 48.2
             
FEMALE     79.1 74.8 76.8 73.9
MALE     71.9 64.1 68.7 65.8

Graduation rate (with GED-based diploma recipients counted as non-graduates)

This is a modified version of the graduation rate that counts the following diploma recipients as graduates: students who received a standard diploma, and students with disabilities who completed the requirements of their individualized education plan (IEP) and received a special diploma. Students who were awarded a GED-based diploma are counted as non-graduates. These results are not used for the AYP calculation.


  School % District % State %
  2007-08 2006-07 2007-08 2006-07 2007-08 2006-07
ALL STUDENTS     73.4 67.8 73.1 70.3
             
WHITE     73.9 69.3 80.8 78.6
BLACK     74.2 57.4 60.8 56.9
HISPANIC     69.2 59.8 67.6 64.3
ASIAN     76.1 82.3 83.8 82.2
AM.INDIAN     80.0 42.9 76.1 71.8
MULTIRACIAL     72.6 67.1 77.3 72.3
             

High school dropout rate

Dropouts are students who leave school before graduation and do not enroll in another institution or educational program before the end of the school year. Percentages show by race and gender the proportion of students from the total 9-12 enrollment who dropped out of school.

Racial/Ethnic Group Number of Dropouts
During the School Year
School % District % State %
  Female Male 2007-08 2006-07 2007-08 2006-07 2007-08 2006-07
WHITE         2.2 3.4 1.9 2.4
BLACK         2.0 3.2 3.6 4.7
HISPANIC         2.0 4.4 3.1 3.9
ASIAN         0.5 1.6 1.0 1.7
AM.INDIAN         1.1 7.1 2.1 2.6
MULTIRACIAL         2.2 1.7 1.8 2.3
                 
FEMALE         1.8 3.0 2.3 2.9
MALE         2.4 3.8 2.9 3.7
                 
TOTAL       2.1 3.5 2.6 3.3

College Placement Test Results

2006 high school graduates who passed college entry-level placement tests (reading, writing, and mathematics)

Shown in the tables are the reported numbers of 2006 (calendar year) graduates who enrolled in Florida public community colleges or universities between May 2006 and April 2007, who entered a degree program, and who took college preparatory placement tests. Also shown are the number and percentage of students who passed these placement tests and who are considered ready for college courses in each academic area. Students who did not attend a Florida public community college or state university, such as those who attended out-of-state or private colleges and universities, are not included.

Racial/Ethnic Group Number of Graduates Who Took
College Placement Reading Tests
Number Who Passed
Reading Placement Tests
School % District % State %
WHITE*          
BLACK*          
HISPANIC*          
ASIAN*          
AM.INDIAN*          
OTHER*          
           
FEMALE       80.3 78.6
MALE       82.3 78.9
UNKNOWN          
           
TOTAL       81.2 78.7

Racial/Ethnic Group Number of Graduates Who Took
College Placement Writing Tests
Number Who Passed
Writing Placement Tests
School % District % State %
WHITE*          
BLACK*          
HISPANIC*          
ASIAN*          
AM.INDIAN*          
OTHER*          
           
FEMALE       87.7 83.3
MALE       82.3 80.7
UNKNOWN          
           
TOTAL       85.3 82.2

Racial/Ethnic Group Number of Graduates Who Took
College Placement Math Tests
Number Who Passed
Math Placement Tests
School% District % State %
WHITE*          
BLACK*          
HISPANIC*          
ASIAN*          
AM.INDIAN*          
OTHER*          
           
FEMALE       68.7 68.7
MALE       75.9 73.6
UNKNOWN          
           
TOTAL       71.9 70.8

* Additional information is available at http://www.fldoe.org/articulation/perfcpt.

# A pound sign(#) indicates a number less than 10.

STUDENT PERFORMANCE

Florida's students are expected to compete at the highest levels nationally and internationally and become prepared to make well-reasoned, thoughtful, and healthy lifelong decisions.

Standardized Tests

Although test scores should not be used to draw absolute conclusions about student learning and performance, they provide measured results of student progress toward educational goals. The tests administered to Florida students are described below.

Florida Comprehensive Assessment Test (FCAT)

The FCAT measures student performance in writing, science, reading, and mathematics.

Alternate Assessments for Students with Disabilities

An alternate assessment for students with disabilities is a performance-based assessment designed to evaluate the progress of students with disabilities on the Sunshine State Standards for special diploma measures. Alternate assessments are used with students who are functioning at a cognitive level such that they would not be expected to participate in the FCAT, would not be expected to graduate from school with a standard diploma, and for whom the traditional state and district assessment program is not an appropriate measure of performance. Alternate assessments for students with disabilities are given for writing/communication, reading, and math.

Alternate Assessments for Students who are English Language Learners

Students who are English Language Learners (ELL) and who have been in an English for Speakers of Other Languages (ESOL) program for a year or less may be individually exempted from the FCAT. In these limited circumstances, locally developed alternate assessments are used to evaluate the academic performance of the student. Alternate assessments for ELL students are given for writing, reading, and math.

FCAT Sunshine State Standards Tests

The FCAT Sunshine State Standards (SSS) tests measure student performance on selected benchmarks defined by the Sunshine State Standards. Students who take an alternate assessment and score "proficient" have their results counted with those of other students.

Note: Assessment results on the following tables reflect FCAT Sunshine State Standards data combined with alternate assessment data. Results show proficiency attainment for students who were in attendance during both semesters of the school year.

Writing Assessment

For this assessment, students are given 45 minutes to read their assigned topic, plan what to write, and then write their responses. Scores range from 1.0 (lowest) to 6.0 (highest). Alternate assessments have been merged with the FCAT scores for reporting purposes.

  Writing Assessment Results
(Sunshine State Standards and Alternate Assessments)
  Percent of Students Scoring 3 and Above
  School % District % State %
  2008-09 2007-08 2008-09 2007-08 2008-09 2007-08
ALL STUDENTS 99 96 93 91 94 92
             
WHITE 99 97 93 91 95 94
BLACK N N 90 90 92 90
HISPANIC 100 90 91 89 93 91
ASIAN N N 97 93 96 95
AM.INDIAN N N 98 89 94 93
MULTIRACIAL* N N 94 93 96 94
             
DISABLED 100 87 80 75 80 76
ECONOMICALLY DISADVANTAGED 99 91 90 87 92 89
ELL N N 84 83 86 81
MIGRANT* N N N N 89 85
             
FEMALE* 100 100 96 95 96 95
MALE* 99 92 90 88 91 89

Reading, Mathematics and Science Assessments

On the FCAT SSS reading, mathematics and science tests, students can attain one of five possible achievement levels, ranging from Level 1 (lowest) to Level 5 (highest).

Student Achievement Level Descriptions

Level 5: Performance at this level indicates that the student has success with the most challenging content of the Sunshine State Standards. A Level 5 student answers most of the test questions correctly, including the most challenging questions.
Level 4: Performance at this level indicates that the student has success with the challenging content of the Sunshine State Standards. A Level 4 student answers most of the test questions correctly but may only have some success with questions that reflect the most challenging content.
Level 3: Performance at this level indicates that the student has partial success with the challenging content of the Sunshine State Standards, but performance is inconsistent. A Level 3 student answers many of the test questions correctly but is generally less successful with questions that are most challenging.
Level 2: Performance at this level indicates that the student has limited success with the challenging content of the Sunshine State Standards.
Level 1: Performance at this level indicates that the student has little success with the challenging content of the Sunshine State Standards.

Results of alternate assessments have been merged with the FCAT scores for reporting purposes.

  Reading Assessment Results (Sunshine State Standards and Alternate Assessments)
  Percent of Students Scoring 3 and Above
  School % District % State %
  2008-09 Results State Objective % Not Tested 2008-09 Results State Objective % Not Tested 2008-09 Results State Objective % Not Tested
ALL STUDENTS 77 65 0 63 65 1 62 65 2
                   
WHITE 78 65 0 65 65 1 72 65 1
BLACK N 65 0 48 65 1 44 65 2
HISPANIC 70 65 0 54 65 1 57 65 1
ASIAN N 65 N 79 65 0 77 65 1
AM.INDIAN N 65 N 56 65 2 66 65 2
MULTIRACIAL* N 65 0 66 65 1 70 65 1
                   
DISABLED 56 65 1 38 65 2 36 65 3
ECONOMICALLY DISADVANTAGED 61 65 0 54 65 1 52 65 2
ELL N 65 0 36 65 1 42 65 1
MIGRANT* N 65 N N 65 4 40 65 2
                   
FEMALE* 80 65 0 66 65 1 64 65 1
MALE* 74 65 0 61 65 1 59 65 2
                   

* Indicates subgroups not included as separate sub-populations in the Adequate Yearly Progress (AYP) calculation.

Note: An "N" indicates that no test results were reported.

  Mathematics Assessment Results (Sunshine State Standards and Alternate Assessments)
  Percent of Students Scoring 3 and Above
  School % District % State %
  2008-09 Results State Objective % Not Tested 2008-09 Results State Objective % Not Tested 2008-09 Results State Objective % Not Tested
ALL STUDENTS 76 68 0 64 68 1 67 68 2
                   
WHITE 77 68 0 67 68 1 77 68 1
BLACK N 68 0 47 68 1 49 68 2
HISPANIC 70 68 0 55 68 1 64 68 1
ASIAN N 68 N 85 68 0 86 68 1
AM.INDIAN N 68 N 61 68 2 72 68 2
MULTIRACIAL* N 68 0 66 68 1 71 68 1
                   
DISABLED 55 68 1 38 68 2 39 68 3
ECONOMICALLY DISADVANTAGED 59 68 0 54 68 1 57 68 2
ELL N 68 0 38 68 1 51 68 2
MIGRANT* N 68 N N 68 4 53 68 2
                   
FEMALE* 75 68 0 63 68 1 67 68 1
MALE* 76 68 0 66 68 1 68 68 2
                   

* Indicates subgroups not included as separate sub-populations in the Adequate Yearly Progress (AYP) calculation.

Note: An "N" indicates that no test results were reported.

  Science Assessment Results (Sunshine State Standards and Alternate Assessments)
  Percent of Students Scoring 3 and Above
  School % District % State %
  2008-09 Results State Objective % Not Tested 2008-09 Results State Objective % Not Tested 2008-09 Results State Objective % Not Tested
ALL STUDENTS 65 N/A 2 42 N/A 4 43 N/A 4
                   
WHITE 70 N/A 2 45 N/A 4 55 N/A 3
BLACK N N/A N 24 N/A 4 22 N/A 5
HISPANIC 41 N/A 0 30 N/A 3 35 N/A 3
ASIAN N N/A N 52 N/A 2 61 N/A 2
AM.INDIAN N N/A N 35 N/A 9 46 N/A 4
MULTIRACIAL* N N/A N 39 N/A 4 48 N/A 3
                   
DISABLED 46 N/A 2 26 N/A 6 23 N/A 6
ECONOMICALLY DISADVANTAGED 52 N/A 5 31 N/A 5 29 N/A 4
ELL N N/A N 13 N/A 3 17 N/A 3
MIGRANT* N N/A N N N/A N 19 N/A 3
                   
FEMALE* 67 N/A 1 38 N/A 4 40 N/A 3
MALE* 64 N/A 3 45 N/A 4 45 N/A 4
                   

* Indicates subgroups not included as separate sub-populations in the Adequate Yearly Progress (AYP) calculation.

Note: An "N" indicates that no test results were reported.

At this time, a state objective is not specified for science achievement.


Assessment Results by Grade: Percent Scoring at Level 3 or Above
(FCAT Sunshine State Standards and Alternate Assessments)

  Reading Math
School           2008-09 2007-08 2008-09 2007-08
Grade 3        
Grade 4        
Grade 5        
Grade 6 80 68 69 60
Grade 7 79 77 73 71
Grade 8 71 60 85 73
Grade 9        
Grade 10        

  Reading Math
District          2008-09 2007-08 2008-09 2007-08
Grade 3 73 73 73 70
Grade 4 76 72 68 62
Grade 5 73 68 56 56
Grade 6 71 65 55 50
Grade 7 70 68 58 59
Grade 8 56 55 68 69
Grade 9 48 46 69 63
Grade 10 34 38 68 70

  Reading Math
State Totals 2008-09 2007-08 2008-09 2007-08
Grade 3 72 73 78 77
Grade 4 75 70 76 71
Grade 5 72 68 63 62
Grade 6 67 64 56 53
Grade 7 68 65 61 61
Grade 8 55 54 67 67
Grade 9 48 47 69 66
Grade 10 37 38 69 68

Percentage of Students Scoring at Each FCAT Achievement Level, 2008-09*

  SCIENCE  
  School % District % State %  
GRADE 05 L1 L2 L3 L4 L5     L1 L2 L3 L4 L5     L1 L2 L3 L4 L5  
ALL STUDENTS   20 36 33 9 1   21 32 34 10 2  
WHITE   18 35 36 10 1   12 29 41 15 4  
BLACK   37 41 19 2   37 38 22 3 0  
HISPANIC   30 40 25 4 1   27 35 30 7 1  
ASIAN   11 33 37 13 6   12 24 38 18 7  
AM. INDIAN   25 42 33   16 37 32 13 3  
MULTIRACIAL*   21 41 33 6   16 34 36 11 3  
DISABLED   41 36 20 3   43 32 20 4 1  
ECO. DISADVANTAGED   28 39 27 5 1   30 37 27 5 1  
ELL   50 41 9   55 32 12 1 0  
MIGRANT*     42 37 19 2 0  
FEMALE*   20 38 33 7 1   21 34 33 9 2  
MALE*   20 34 34 10 2   21 31 34 11 3  
Note: A blank cell indicates subgroup too small to report or no test results were reported.
*Indicates subgroups not included as separate sub-populations in the AYP calculation.

  SCIENCE  
  School % District % State %  
GRADE 08 L1 L2 L3 L4 L5     L1 L2 L3 L4 L5     L1 L2 L3 L4 L5  
ALL STUDENTS 6 31 51 10 3   22 35 36 6 1   27 32 32 8 2  
WHITE 3 27 55 12 3   21 34 38 7 1   15 29 41 11 3  
BLACK 20 33 33 7 7   35 36 23 4 1   47 34 17 2 0  
HISPANIC 13 49 33 5   30 40 27 3   33 34 28 5 1  
ASIAN   16 25 42 9 9   13 24 41 16 6  
AM. INDIAN   26 32 37 5   21 33 36 8 2  
MULTIRACIAL* 5 25 60 5 5   15 39 36 9 1   20 32 37 9 2  
DISABLED 10 48 40 3   48 33 17 2   57 27 14 2 0  
ECO. DISADVANTAGED 15 38 39 6 3   32 38 27 3   39 34 23 3 1  
ELL   74 25 1   69 24 7 0 0  
MIGRANT*     50 33 16 1 0  
FEMALE* 6 31 50 11 2   23 38 33 5 1   27 34 31 6 2  
MALE* 6 31 51 9 3   22 32 38 7 1   27 29 33 9 2  
Note: A blank cell indicates subgroup too small to report or no test results were reported.
*Indicates subgroups not included as separate sub-populations in the AYP calculation.

  SCIENCE  
  School % District % State %  
GRADE 11 L1 L2 L3 L4 L5     L1 L2 L3 L4 L5     L1 L2 L3 L4 L5  
ALL STUDENTS   30 34 30 5 1   31 32 30 6 1  
WHITE   27 34 32 6 1   19 32 39 9 1  
BLACK   50 32 17 1   52 32 15 1 0  
HISPANIC   41 32 24 3   39 33 25 4 0  
ASIAN   22 38 28 10 2   18 28 39 13 2  
AM. INDIAN   35 41 24   28 31 34 7 1  
MULTIRACIAL*   27 44 24 4 1   23 33 34 8 1  
DISABLED   61 26 12 1   65 23 11 1 0  
ECO. DISADVANTAGED   41 35 21 2   45 33 20 2 0  
ELL   80 14 4 1   79 17 4 0 0  
MIGRANT*     56 31 12 2 0  
FEMALE*   32 38 27 3   33 35 28 4 1  
MALE*   29 31 33 7 1   29 29 33 8 1  
Note: A blank cell indicates subgroup too small to report or no test results were reported.
*Indicates subgroups not included as separate sub-populations in the AYP calculation

  READING  
  School % District % State %  
GRADE ALL L1 L2 L3 L4 L5     L1 L2 L3 L4 L5     L1 L2 L3 L4 L5  
ALL STUDENTS 7 17 39 26 11   16 21 33 23 7   18 20 31 22 8  
WHITE 6 15 39 28 12   15 20 34 24 7   11 17 32 28 11  
BLACK 8 27 34 24 7   26 27 29 15 3   30 26 29 12 2  
HISPANIC 11 20 41 20 8   24 24 32 16 4   23 22 31 19 5  
ASIAN 5 5 43 38 10   8 13 31 33 14   10 14 29 30 16  
AM. INDIAN   17 27 27 24 4   15 20 34 24 7  
MULTIRACIAL* 8 14 47 18 12   15 20 35 24 7   13 18 34 26 9  
DISABLED 23 25 37 13 3   43 23 23 9 1   45 22 22 9 2  
ECO. DISADVANTAGED 15 23 39 19 4   23 24 33 17 3   25 24 32 16 3  
ELL 45 32 23 0 0   54 22 20 4 0   50 21 22 6 1  
MIGRANT*   41 31 22 7 0   36 26 28 9 1  
FEMALE* 7 14 38 29 12   14 21 34 24 7   16 20 32 23 8  
MALE* 7 19 40 24 10   19 21 33 21 6   21 21 31 21 7  
Note: A blank cell indicates subgroup too small to report or no test results were reported.
*Indicates subgroups not included as separate sub-populations in the AYP calculation

  MATH  
  School % District % State %  
GRADE ALL L1 L2 L3 L4 L5     L1 L2 L3 L4 L5     L1 L2 L3 L4 L5  
ALL STUDENTS 10 15 36 24 14   15 21 34 22 8   14 19 32 25 11  
WHITE 9 14 34 28 15   14 20 34 24 9   8 15 32 30 15  
BLACK 19 29 31 15 7   27 26 30 14 4   25 26 31 14 3  
HISPANIC 15 19 42 13 11   21 25 33 17 4   17 21 32 22 8  
ASIAN 5 0 33 33 29   5 10 28 34 22   5 9 24 32 29  
AM. INDIAN   19 21 33 21 5   11 18 33 27 11  
MULTIRACIAL* 12 8 45 27 8   14 20 37 21 8   11 18 33 27 12  
DISABLED 29 20 32 16 3   39 26 24 9 2   39 24 24 11 3  
ECO. DISADVANTAGED 21 23 36 16 5   22 25 33 16 4   21 23 33 18 5  
ELL 59 18 18 5 0   47 26 19 7 1   36 25 25 11 2  
MIGRANT*   37 20 27 15 0   24 25 32 16 3  
FEMALE* 10 16 38 23 14   15 22 34 21 7   14 20 33 24 10  
MALE* 11 14 35 26 14   15 20 33 23 9   15 18 31 25 12  
Note: A blank cell indicates subgroup too small to report or no test results were reported.
*Indicates subgroups not included as separate sub-populations in the AYP calculation

NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS (NAEP)

For more than 30 years, NAEP (The Nation's Report Card) has served U.S. educators as an information resource, providing reliable profiles of what our students know and can do in key subject areas. It is the only ongoing project to monitor national trends in student achievement at Grades 4, 8, and 12 and state trends at Grades 4 and 8. Main NAEP is conducted every two years in reading and mathematics and every four years in writing and science at the state and national level. A representative sample of the student population is selected to participate, with no one student taking the entire assessment.

Below are the 2007 NAEP state results for Reading and Mathematics for Grades 4 and 8.

1. Scale Scores

A scale score is derived from student responses to NAEP assessment items that summarize the overall level of performance attained by a group of students. NAEP does not produce scale scores for individual students. When used in conjunction with interpretive aids, such as item maps, scale scores provide information about what a particular aggregate of students in the population knows and can do.

2. Achievement Level Descriptions:

Achievement levels are performance standards set by the National Assessment Governing Board (NAGB) that provide a context for interpreting student performance on NAEP, based on recommendations from panels of educators and members of the public. The levels, Basic, Proficient, and Advanced, measure what students should know and be able to do at each grade assessed.

Achievement level percentages reflect the percentage of students within the total population or in a particular student group that meet or exceed expectations of what students should know and be able to do. Specifically, it is the weighted percentage of students with NAEP composite scores that are equal to or exceed the achievement-level cut scores specified by the National Assessment Governing Board (NAGB).

Advanced       Superior performance.
Proficient       Solid academic performance for each grade assessed. Students reaching this level have demonstrated competence over challenging subject matter, including subject-matter knowledge, application of such knowledge to real-world situations, and analytical skills appropriate to the subject matter.
Basic       Partial mastery of prerequisite knowledge and skills that are fundamental for proficient work at each grade.
Below Basic:       Is for those students whose scores fall below the cut score for Basic.

The following chart compares the achievement levels between NAEP and the FCAT:

FCAT Achievement
Levels
NAEP Achievement
Standards
5 Advanced
4 Proficient
2-3 Basic
1 Below Basic

Additional information is provided at the NAEP website at http://www.nces.ed.gov/nationsreportcard/ or at FLDOE -http://www.fldoe.org/asp/naep/.

* Asian and Indian subgroup categories were too small to report.

NAEP MATH - State Level Results
  % of Students Average Scale Scores % below Basic % Basic % Proficient % Advanced % Basic and above
GRADE 04 Florida Nation Florida Nation Florida Nation Florida Nation Florida Nation Florida Nation Florida Nation
ALL STUDENTS N/A N/A 242 239 14 19 46 43 35 32 5 6 86 81
*
WHITE 46 54 250 248 7 10 40 40 44 42 9 8 93 90
BLACK 22 16 228 222 27 37 53 48 19 14 1 1 73 63
HISPANIC 25 22 238 227 16 30 51 49 31 20 2 1 84 70
DISABLED 15 12 230 220 28 41 46 40 24 17 2 2 72 59
ECO. DISADVANTAGED 55 48 235 228 20 29 51 49 27 21 2 1 80 71
ELL 8 10 226 218 31 43 50 45 18 11 1 1 69 57

* Asian and Indian subgroup categories were too small to report.

NAEP MATH - State Level Results
  % of Students Average Scale Scores % below Basic % Basic % Proficient % Advanced % Basic and above
GRADE 08 Florida Nation Florida Nation Florida Nation Florida Nation Florida Nation Florida Nation Florida Nation
ALL STUDENTS N/A N/A 279 282 30 29 41 38 23 26 6 7 70 71
*
WHITE 46 56 289 292 20 18 41 39 30 33 9 10 80 82
BLACK 22 16 264 260 47 51 40 37 12 11 1 1 53 49
HISPANIC 26 21 274 266 34 44 44 39 19 15 3 2 66 56
DISABLED 13 10 252 249 61 64 31 27 7 8 1 1 39 36
ECO. DISADVANTAGED 48 43 269 266 41 43 41 40 16 15 2 2 59 57
ELL 5 6 241 243 70 72 26 23 3 4 1 1 30 28

* Asian and Indian subgroup categories were too small to report.

NAEP READING - State Level Results
  % of Students Average Scale Scores % below Basic % Basic % Proficient % Advanced % Basic and above
GRADE 04 Florida Nation Florida Nation Florida Nation Florida Nation Florida Nation Florida Nation Florida Nation
ALL STUDENTS N/A N/A 226 220 27 34 37 34 28 25 8 7 73 66
*
WHITE 47 54 233 229 19 23 36 36 34 31 11 10 81 77
BLACK 22 16 211 204 44 53 38 32 16 13 2 2 56 47
HISPANIC 24 21 223 204 29 52 40 32 25 14 6 2 71 48
DISABLED 15 10 204 189 55 66 28 22 13 10 4 2 45 34
ECO. DISADVANTAGED 54 47 217 206 36 49 39 34 22 15 3 2 64 51
ELL 6 9 205 188 48 71 39 23 12 6 1 N/A 52 29

* Asian and Indian subgroup categories were too small to report.

NAEP READING - State Level Results
  % of Students Average Scale Scores % below Basic % Basic % Proficient % Advanced % Basic and above
GRADE 08 Florida Nation Florida Nation Florida Nation Florida Nation Florida Nation Florida Nation Florida Nation
ALL STUDENTS N/A N/A 264 262 24 26 44 44 30 28 2 2 76 74
*
WHITE 46 57 272 271 18 17 42 44 36 36 4 3 82 83
BLACK 22 16 250 245 38 44 47 43 15 13 N/A N/A 62 56
HISPANIC 25 20 260 248 27 41 46 43 26 15 1 1 73 59
DISABLED 13 10 239 229 55 63 34 29 10 8 1 N/A 45 37
ECO. DISADVANTAGED 47 43 255 249 33 40 46 44 20 15 1 1 67 60
ELL 3 5 233 219 59 75 34 22 7 3 N/A N/A 41 25

SCHOOL SAFETY AND ENVIRONMENT

Schools and communities must provide an environment that is drug free and protects the health, safety, and civil rights of everyone in the school.

School environmental safety: reported incidents*

The most recent full-year school-level data on reported incidents is available at the Florida School Indicators Report website at http://data.fldoe.org/fsir. (See "Incidents of Crime and Violence.") District-level reports are available at http://www.fldoe.org/safeschools/discipline.asp.

The No Child Left Behind Act provides for an Unsafe School Choice Option, which ensures that students who attend a school that has been identified as persistently dangerous are allowed the option of attending another school within the same district.

For the 2008-09 school year, no Florida public school was identified as persistently dangerous.*

*pending review of complete full-year data

TEACHERS AND STAFF

Schools, districts, and the state ensure that teachers and staff are professionally qualified. School boards must provide a learning environment conducive to teaching and learning.

New Staff

The table shows the number and percentage of instructional staff and school-based administrators who were newly hired at this school in 2008-09.

Staff Type Total Number
for 2008-09
Number Newly Hired
for 2008-09
School % District % State %
Instructional Staff 66 2 3.0 16.5 14.8
School-Based Administrators 3 1 33.3 10.7 17.6
Total 69 3 4.3 16.3 14.9

The Professional Qualifications of Teachers

Degree Level

This table shows the number and percentage of teachers at each degree level.

  School % District % State %
Degree Level Number 2008-09 2007-08 2008-09 2007-08 2008-09 2007-08
Bachelor's Degree 39 61.9 65.6 68.9 69.7 65.3 66.0
Master's Degree 24 38.1 32.8 30.0 29.3 31.9 30.9
Specialist Degree       0.3 0.3 1.7 2.1
Doctorate     1.6 0.7 0.6 1.0 1.0
Total All Degrees 63 100.0 100.0 100.0 100.0 100.0 100.0

Percentage of Teachers Teaching with Emergency or Provisional Credentials

Florida has no non-certified teachers, although some teachers may be temporarily assigned to areas outside their field of specialization. Data on classes taught by teachers out of field is provided in the following table.

In-Field and Out-of-Field Teachers

The following chart shows the percentage of core academic classes taught by teachers teaching in-field compared to the percentage of classes taught by teachers teaching out-of-field. When a teacher in a district school system is assigned teaching duties in a class dealing with subject matter that is outside the field in which the teacher is certified, outside the field that was the applicant's minor field of study, or outside the field in which the applicant has demonstrated sufficient subject area expertise, as determined by district school board policy in the subject area to be taught, that teacher is teaching "out-of-field." Core academic subjects are English, reading, language arts, mathematics, science, foreign languages, civics, government, economics, arts, history, and geography.

  School % District % State %
Percentage of Classes with Teachers Teaching In-Field 96.6 96.2 93.5
Percentage of Classes with Teachers Teaching Out-of-Field 3.4 3.8 6.5

Classes Not Taught by Highly Qualified Teachers

The chart below shows the percentage of classes not taught by "Highly Qualified Teachers" in core academic subjects as defined in federal statute. A highly qualified teacher has earned at least a bachelor's degree and holds a Florida teaching certificate with appropriate certification for each core academic area of assignment. Core academic subjects are English, reading, language arts, mathematics, science, foreign languages, civics, government, economics, arts, history, and geography.

  School % District % State %
    All Schools High-Poverty Schools* Low-Poverty Schools* All Schools High-Poverty Schools* Low-Poverty Schools*
Classes Not Taught by Highly Qualified Teachers 0.0 1.7 1.3 2.2 6.1 6.4 5.8

FLORIDA SCHOOL PERFORMANCE GRADE AND ADEQUATE YEARLY PROGRESS (AYP)

School Performance Grade

Public schools in Florida are graded annually based on student performance on the FCAT and the percentage of students making learning gains. Schools are assigned a letter grade (A through F) corresponding with their rated performance, with grade A representing the highest performance rating and grade F representing a failed rating. A rating of I indicates that grading is incomplete. A grade of N indicates that the school is not graded. While the vast majority of Florida's schools receive a performance grade, certain types of schools are exempt from grading, including exceptional student education (ESE) centers and Department of Juvenile Justice (DJJ) facilities.

2008-09 School Performance Grade*: A

*Certain school grades may be subject to modification pending appeal.

For more information on school grades and grading procedures, contact your principal's office or your local school board, or visit the web page at http://schoolgrades.fldoe.org.

NCLB Adequate Yearly Progress (AYP) Report

Federal NCLB legislation requires schools to report Adequate Yearly Progress based on annual objectives for students in reading, mathematics, and writing, as well as the high school graduation rate. A separate report that presents and explains AYP results for your school, your school district, and the state is distributed in conjunction with this document and is also available from the office of your school's principal and/or your local school board. The AYP report also provides information on schools identified for school improvement. Detailed information on school, district, and state AYP is available at http://schoolgrades.fldoe.org/default.asp.

REPORTING REQUIREMENTS OF FEDERAL NCLB LEGISLATION


A. Notice of School Improvement Status and Options

School districts are responsible for identifying Title I schools as schools in need of improvement when they fail to make AYP in consecutive years. School districts must notify parents when their child's school has been identified for school improvement, for corrective action, or for restructuring. The school district must also provide an explanation of the parents' option to transfer their child to another public school, with transportation provided when required, or to obtain supplemental educational services. Sec. 1116(b)(6).


School improvement status is indicated by the school performance grade and AYP status d herein.


B. State's Obligation to Assist Schools and Districts in Reporting

The Department of Education shall ensure that each school district collects appropriate data and includes in each school's annual report the information provided in the state annual report card as well as the number and percentage of schools identified for school improvement and how long the schools have been so identified. Sec. 1111(h)(2)(B).


C. Notice of Local Education Agency (LEA) Improvement Status

Parents of students attending a school in a district identified for improvement are entitled to know why the school district was identified for improvement. The state is responsible for providing an explanation to parents in an easily understood format. The explanation must information on how parents can assist in the improvement efforts. Sec. 1116(c)(6).


Additional required information is included in the accompanying Adequate Yearly Progress Report.


Additional statistics and information of interest may be found in the Florida School Indicators Report on the department's website at http://www.fldoe.org or at http://data.fldoe.org/fsir .


Measuring Adequate Yearly Progress (AYP) to Meet Requirements of No Child Left Behind (NCLB)

The No Child Left Behind Act requires states to evaluate the performance of all students in all schools in order to determine whether each school and district has made Adequate Yearly Progress (AYP). Specific criteria for AYP evaluations are described below. All schools that do not make AYP are identified. School districts are responsible for identifying Title I schools as in need of improvement when they fail to make AYP in consecutive years. For the 2008-09 school year, requirements for school improvements apply to Title I schools that did not make AYP in 2007-08 and 2008-09.* Students attending these schools are eligible for public school choice options for the 2008-09 school year. Title I schools that fail to make AYP for more than two consecutive years are required to provide additional services to students and to implement defined strategies for improving school performance.

* AYP results are evaluated separately for mathematics and reading in determining whether proficiency targets were missed in consecutive years and in targeting areas for improvement.

Each school's AYP determination is based on measures of the performance of the overall student population as well as that of students in defined subgroups: racial/ethnic groups (Am. Indian, Asian, black, Hispanic and white); students eligible for free/reduced-price lunch; English Language Learners (ELL); and students with disabilities.

AYP Criteria for Florida's Public Schools

  • Participation in Testing
  • Writing Proficiency
  • Graduation Rate
  • School Performance Grade
  • Reading Proficiency and Math Proficiency
  • Safe Harbor Provision
  • The latest information on AYP can be accessed online at http://schoolgrades.fldoe.org/default.asp.

    AYP Status, 2008-09 (Indicates status prior to the end of the appeals period.)

    The table below shows the AYP status of the school, district, and state for the 2008-09 school year. Data used to calculate AYP for 2008-09 includes FCAT data for 2008-09 and 2007-08, graduation rate data for 2007-08 and 2006-07, and the school performance grade assigned in 2009.

    School AYP Status District AYP Status State AYP Status
    Y N N

    Key: N = "did not make AYP" Y = "Made AYP" T = "School Too Small"*" I = "Incomplete"

    *Certain schools fall below federal minimum enrollment requirements for evaluation of AYP criteria.

    The following table shows the schools in your district that did not make AYP.

    Schools That Did Not Make AYP in the District, 2008-09

    District Number School Number School Name
    51 21 RODNEY B. COX ELEMENTARY SCHL
    51 31 PASCO HIGH SCHOOL
    51 57 SEVEN SPRINGS MIDDLE SCHOOL
    51 59 DENHAM OAKS ELEMENTARY SCHOOL
    51 60 CHESTER W. TAYLOR, JR. ELEMENTARY SCHOOL
    51 63 WESLEY CHAPEL HIGH SCHOOL
    51 65 JAMES M. MARLOWE ELEM. SCHOOL
    51 69 CHASCO MIDDLE SCHOOL
    51 70 CHASCO ELEMENTARY SCHOOL
    51 71 PASCO MIDDLE SCHOOL
    51 72 SUNRAY ELEMENTARY SCHOOL
    51 73 JAMES W. MITCHELL HIGH SCHOOL
    51 74 CENTENNIAL MIDDLE SCHOOL
    51 81 MOORE-MICKENS EDUCATION CENTER
    51 82 OAKSTEAD ELEMENTARY SCHOOL
    51 83 GULF HIGHLANDS ELEMENTARY SCHOOL
    51 84 DOUBLE BRANCH ELEMENTARY SCHOOL
    51 86 DR. JOHN LONG MIDDLE SCHOOL
    51 89 PAUL R. SMITH MIDDLE SCHOOL
    51 90 WIREGRASS RANCH HIGH SCHOOL
    51 91 WEST ZEPHYRHILLS ELEM. SCHOOL
    51 92 NEW RIVER ELEMENTARY SCHOOL
    51 93 GULF TRACE ELEMENTARY SCHOOL
    51 100 CHARLES S. RUSHE MIDDLE SCHOOL
    51 101 SUNLAKE HIGH SCHOOL
    51 102 RAYMOND B. STEWART MIDDLE SCHL
    51 103 CREWS LAKE MIDDLE SCHOOL
    51 131 ZEPHYRHILLS HIGH SCHOOL
    51 132 WOODLAND ELEMENTARY SCHOOL
    51 201 SANDERS MEMORIAL ELEM. SCHOOL
    51 242 SCHWETTMAN EDUCATION CENTER
    51 251 SAN ANTONIO ELEMENTARY SCHOOL
    51 261 GULF MIDDLE SCHOOL
    51 271 RICHEY ELEMENTARY SCHOOL
    51 301 HUDSON ELEMENTARY SCHOOL
    51 311 COTEE RIVER ELEMENTARY SCHOOL
    51 321 LACOOCHEE ELEMENTARY SCHOOL
    51 331 GULF HIGH SCHOOL
    51 341 SCHRADER ELEMENTARY SCHOOL
    51 342 BAYONET POINT MIDDLE SCHOOL
    51 351 FOX HOLLOW ELEMENTARY SCHOOL
    51 361 QUAIL HOLLOW ELEMENTARY SCHOOL
    51 401 CENTENNIAL ELEMENTARY SCHOOL
    51 421 DEER PARK ELEMENTARY SCHOOL
    51 461 THOMAS E. WEIGHTMAN MIDDLE SCHOOL
    51 471 RIVER RIDGE HIGH SCHOOL
    51 472 RIVER RIDGE MIDDLE SCHOOL
    51 501 NORTHWEST ELEMENTARY SCHOOL
    51 521 HUDSON HIGH SCHOOL
    51 601 SHADY HILLS ELEMENTARY SCHOOL
    51 701 CYPRESS ELEMENTARY SCHOOL
    51 801 LAND O' LAKES HIGH SCHOOL
    51 901 ANCLOTE ELEMENTARY SCHOOL
    51 902 PINE VIEW ELEMENTARY SCHOOL
    51 911 GULFSIDE ELEMENTARY SCHOOL
    51 931 RIDGEWOOD HIGH SCHOOL
    51 932 CALUSA ELEMENTARY SCHOOL
    51 941 MOON LAKE ELEMENTARY SCHOOL
    51 951 HUDSON MIDDLE SCHOOL
    51 961 LAKE MYRTLE ELEMENTARY SCHOOL
    51 991 MARCHMAN TECHNICAL EDUCATION CENTER
    51 2061 SAND PINE ELEMENTARY SCHOOL
    51 4181 SUNSHINE YOUTH SERVICES
    51 4302 ACADEMY AT THE FARM
    51 4321 ATHENIAN ACADEMY OF PASCO COUNTY
    51 4323 IMAGINE SCHOOL AT LAND O' LAKES
    51 7071 JAMES IRVIN EDUCATION CENTER

    Percentage of Your District's Title I Schools Identified for Improvement

    The table below shows the number and percentage of Title I schools in your district that were identified for improvement in the coming year.

    Number of Title I
    Schools in the District
    Number of Title I Schools
    Identified for Improvement
    Percent of Title I Schools
    Identified for Improvement
    19 18 94.7

    Title I Schools That Did Not Make AYP for At Least Two of the Past Three Years and Were Identified for Improvement

    Students enrolled during 2008-09 in the schools shown below are eligible for public school choice and/or supplemental services in 2008-09.

    District Number School Number School Name Number of
    Years Listed
    51 21 RODNEY B. COX ELEMENTARY SCHL 6
    51 61 PASCO ELEMENTARY SCHOOL 5
    51 65 JAMES M. MARLOWE ELEM. SCHOOL 6
    51 70 CHASCO ELEMENTARY SCHOOL 5
    51 72 SUNRAY ELEMENTARY SCHOOL 4
    51 83 GULF HIGHLANDS ELEMENTARY SCHOOL 2
    51 91 WEST ZEPHYRHILLS ELEM. SCHOOL 5
    51 211 MITTYE P. LOCKE ELEM. SCHOOL 3
    51 271 RICHEY ELEMENTARY SCHOOL 3
    51 301 HUDSON ELEMENTARY SCHOOL 6
    51 321 LACOOCHEE ELEMENTARY SCHOOL 5
    51 341 SCHRADER ELEMENTARY SCHOOL 5
    51 351 FOX HOLLOW ELEMENTARY SCHOOL 3
    51 451 DR. MARY GIELLA ELEMENTARY SCHOOL 2
    51 501 NORTHWEST ELEMENTARY SCHOOL 6
    51 601 SHADY HILLS ELEMENTARY SCHOOL 4
    51 901 ANCLOTE ELEMENTARY SCHOOL 1
    51 941 MOON LAKE ELEMENTARY SCHOOL 5

    Notice of Availability of School Financial Report


    For information on revenues and expenditures for your school and district, contact your local school board or your school's administrative office. An online listing of district offices is available at http://www.fldoe.org/schools/schoolmap/flash/schoolmap_text.asp.  A directory of schools is also available at http://www.fldoe.org/schools/schoolmap/flash/schoolmap_text.asp.